https://doi.org/10.59132/viz/2025/1/45-49
Izvleček
Članek opredeljuje in išče rešitve za čim boljšo družinsko pismenost otrok priseljencev. Kot jo opredeli Slovar slovenskega knjižnega jezika, je pismenost znanje branja in pisanja, družinska pismenost pa združuje več članov in več generacij družine. Pod to spadajo vse dejavnosti, kjer družinski člani uporabljajo bralne, pisne ali računske spretnosti, in bralno kulturo ter navade, povezane s pismenostjo. Priseljenci, predvsem otroci priseljenci, so pri tem v precej slabšem položaju, saj se morajo poleg opismenjevanja v maternem jeziku, naučiti tudi jezika okolja in se opismeniti v njem. Ti otroci so se primorani asimilirati na novo okolje, kar zahteva učenje novega jezika. Članek povzema ugotovitve različnih avtorjev glede vloge staršev na razvoj družinske pismenosti, pomembnosti programov družinske pismenosti in kako poteka vključevanje otrok priseljencev v vzgoji in izobraževanju. Predstavljeni so primeri dobre prakse iz Slovenije in tujine.
Abstract
Immigrant Children and Family Literacy Practices
This article discusses effective family literacy programs for immigrant children and provides potential solutions. According to the Dictionary of Slovenian Standard Language, literacy refers to the ability to read and write, while family literacy involves activities that bring together relatives across generations. It includes any practices in which family members use their reading, writing, or arithmetic skills and the broader culture surrounding literacy. Immigrants, particularly immigrant children, face significant challenges as they need to be literate not only in their native language but also in the language of their new community. This dual necessity requires them to adapt and learn to read and write in a new language to thrive in an unfamiliar environment. The article summarises findings from various authors regarding the role of parents in the development of family literacy, highlights the importance of family literacy programmes, and emphasises the inclusion of immigrant children in the educational system. It also provides examples of good practices from Slovenia and other countries.